The teaching reform of New Engineering Education emphasizes applied learning, aiming to cul-tivate highly skilled talents capable of supporting emerging industries and even creating new in-dustrial fields. As a compulsory course for science and engineering students, Modern Physics Ex-periment is characterized by distinct practicality, interdisciplinary nature, and comprehensiveness. However, challenges such as insufficient integration with other disciplines, a disconnect between faculty research achievements and the development of teaching resources, and a lack of promotion from experimentation to technological application have made it difficult for the course to effectively meet the demands of the New Engineering Education context. This study proposes the construction of a "five-in-one" teaching model that integrates "ideological and political guidance, interdiscipli-nary convergence, synergy between scientific research and education, outcome-driven orientation, and technological application." This approach enables deep integration across faculty innovation and research, curriculum resource development, student critical thinking, academic inquiry, and the dissemination of outcomes. It effectively leverages the advanced role of Modern Physics Ex-periment in engineering education to align with the construction and development of New Engi-neering Education.

Integrated Science remains the gateway to all sciences that students need to be well grounded in it to be able to study single sciences or choose a career in science. The study examined the effect of digital tools on tertiary institution students’ academic performance in integrated science in the Southwest States. The study adopted mixed-methods approach of both the descriptive survey and non-equivalent pretest, posttest control group quasi-experimental research design. The population of the study comprised all integrated science students in tertiary institutions, lecturers and Information Communication Technology (ICT) administrators. Multi-stage sampling procedure was used to select the sample size for the study. The six state were grouped into three strata with two State each, three states were selected from the strata using stratified sampling, from each state, tertiary institutions offering integrated science were purposively selected and the sample size were selected using simple random sampling techniques. The sampled States were randomly assigned to two experimental groups and one control group respectively. The sample consisted of 163 students for the treatment group with 18 others that are lecturers and ICT administrator. Experimental group A was taught BST concepts using digital tool (virtual classroom), experimental group B was taught the same concepts using digital tool (flipped classroom) and the control group was taught using the conventional method. The treatments lasted for twelve weeks. Two instruments were used for data collection. They are: “Integrated Science Achievement Test” (ITSAT), used to examine students’ academic performance for the pre, post and retention tests, and questionnaire ‘‘Digital tools utilization Questionnaire in the teaching and learning of Integrated Science’’ (DITUQTLITS), Data collected were analysed using mean, standard deviation, analysis of covariance (ANCOVA) and post-hoc analysis. The results of the descriptive analysis shown that perceptions and attitudes of integrated science educators and students towards the use of digital tools in teaching and learning are positive with 142 (87.1%), also, that digital tools and learning platforms such as flipped classroom, interactive whiteboard, projector, virtual(online) classroom, multimedia podium are the commonly available and use for teaching and learning of integrated science courses in tertiary institutions with 99 (60.7%). Pointing out that power failure, poor maintenance culture, inadequate personnel with goo hmm lmkd knowledge on of usage of the digital tools are barriers to its effective utilization with 101 (62%) with the submission that training and retraining of Integrated educators, employment of more personnel that are ICT inclined will enhanced the use of digital tools in teaching and learning of integrated science courses in tertiary institutions 155 (95.1%). The results of the study showed significant effect of the treatment groups and conventional method on students’ academic performance in BST in junior secondary schools in Ogun State (F= 57.536, p < 0.05, partial ŋ2= 0.420) with flipped classroom instructional strategy has the highest significant effect with mean score (24.860), followed by virtual classroom (22.818) while conventional method had a mean score (20.290), the differences in mean values showed they are statistically significant..

This study aims to investigate the effects of an enriched module series prepared for gifted middle school students on the development of engineering design skills. In this context, a module series consisting of twenty activities was prepared. The module series was applied in a science course and the effect of the application on the engineering design skills of the students was analyzed, verified and explained. The study used an embedded quasi-experimental mixed design. The research group consisted of 69 gifted middle school students studying at a Science and Art Center (SAC) in Turkey. The application lasted for 18 weeks, 2 hours per week. Quantitative data were collected with the engineering design process skills scale. Qualitative data were collected with interview forms and student reports. Quantitative data were analyzed with ANCOVA and qualitative data were analyzed with descriptive analysis and content analysis. Quantitative results showed that the enriched module series had a positive effect on the engineering design skills of the students. The collected qualitative data showed that the application contributed especially in terms of identifying the problem, determining the needs and limitations, scanning the literature, producing solution proposals, planning the design process, designing, testing the design, redesigning and reporting.

Patriotic emotional education is crucial to the ideological and moral enhancement of college students. This paper utilizes the red classic building to innovate the practical teaching mode of the ideological and political courses in colleges and universities. The construction of the 3-dimensional model of the red classic building is completed through the way of color conferring and mapping. And from the structure optimization and material optimization to improve the model fidelity, improve the students experience immersion. The A-star algorithm is introduced into the 3D campus roaming navigation system of the red classic buildings, and the heuristic estimation function is used to plan the optimal roaming path, which enhances the effect of patriotism inculcation among students. The results show that the A-star algorithm obtains a high adaptability of 2.09 in about 13 iterations, and the path planning effect is better than the comparison algorithm. The experimental class using the 3D campus roaming teaching method of red classic buildings significantly outperforms the control class in the comparison of the three dimensions of patriotism emotion as well as the overall emotion at the level of 0.001.

Abstract I describe a visually engaging experiment to demonstrate the Beer–Lambert law in introductory physics or general science courses. By using diluted tomato juice as a naturally colored absorber and a halogen lamp as a broadband light source, students can explore how light attenuation depends on concentration and wavelength. The activity connects the optical concept of exponential absorption with everyday materials, making it accessible for classrooms with limited resources. Transmission spectra obtained with a compact spectrometer reveal a strong absorption band around 500 nm, corresponding to the green-blue region absorbed by lycopene. Plotting absorbance against concentration allows students to confirm linear behavior at low concentrations and to discuss deviations at higher ones. The experiment emphasizes conceptual understanding of light–matter interaction, quantitative data analysis, and the limitations of ideal laws, providing a memorable learning experience in optics and spectroscopy.

Medical education has traditionally relied on basic and clinical sciences as the two foundational pillars for preparing physicians to enter practice. Recently, health systems science (HSS) has emerged as a third pillar, aiming to address the complexities of rapidly evolving healthcare systems. However, it remains limited or absent from most medical education programs worldwide, often lacking structured formal integration within broader medical education curriculum. In August 2019, a new 3-year longitudinal Health Systems Science (HSS) course was introduced into the fourth year of a 6-year undergraduate medical curriculum at the Mohammed Bin Rashid University of Medicine and Health Sciences in Dubai, United Arab Emirates. The course addresses competencies such as value-based care, population health, interprofessional collaboration, health system improvement, and systems thinking. It combines structured classroom instruction, online modules via the Institute for Healthcare Improvement (IHI), and the completion of an experiential Quality Improvement (QI) project in the final year. All students participated in workplace-based quality improvement project and presented their findings as posters at a year-end HSS school symposium. When surveyed at the end of the course, all 47 students who completed the survey indicated they would recommend the course to future students, with 93.62% of respondents rating the course as 'Excellent' or 'Good' (M = 4.34, SD = 0.60). Students also appreciated the new QI skills they acquired and their deeper understanding of health systems. The course faculty plan to continue instilling and nurturing HSS competencies during the early stages of medical education and envision expanding such courses to more health professionals in the future, including those from nursing, pharmacy, and other health programs. Student feedback and lessons learned will be used to inform course improvements, implement robust assessments, and influence a cultural shift towards greater engagement in QI work alongside clinical care.

With the emergence of generative artificial intelligence (GenAI) and GenAI-enabled tools, teachers have a responsibility to educate learners about ethical and responsible AI use while presenting opportunities for effective use to support student learning (TEQSA, 2024). Most importantly, students need to develop GenAI literacy skills such as prompt engineering and to critically evaluate the GenAI outputs in support of their learning and as future professionals (Giray, 2023). This case study from a second-year genetics course evaluated student perceptions of GenAI tools. Students received education on GenAI literacy and applied these skills to a prescribed genetics problem-solving assessment task. Quantitative data was collected using 5-point Likert scale surveys before and after completion of the scaffolded task. Additionally, student assessment performance marks were evaluated.Students reported increased understanding of prompt engineering and greater confidence at engaging with GenAI tools. Student assessment performance was not impacted through the availability of GenAI, indicating that the assessment integrity or purpose was not compromised. However, there was a correlation between assessment performance and assessor evaluation of student prompting and output analysis. Health science graduates will encounter careers influenced by GenAI enabled tools (Salari et al., 2025). Therefore, students require education and opportunity to develop GenAI literacy skills whilst at university. This case study outlines a strategy for teachers to provide AI literacy in health science courses while maintaining assessment integrity and purpose.

The formation of computer literacy in elementary grades makes it possible to streamlinethe content of the computer science course in basic general education and establish a single levelof education. The article raises the question of defining the content related to the elementary fieldof computer science in elementary school. The contentof computer literacy developed at the Kyrgyz Academyof Education in primary schools is analyzed. The concepts that maybe of interest to elementary schoolstudents are analyzed, such asthe device and functionsof a computer, working with elementary graphics programs, using game software, and learning how to create presentations. These concepts provide an introduction to the subjectof computer science. The distributed contentof computer literacy fromthe second to the fourth grade was analyzed. The article is considered as methodological recommendations that will allow developing computer literacyin elementary school students.

Q-method analysis is used to determine participants’ subjective viewpoints on a given subject. A review of the extant literature revealed a paucity of research examining participants’ viewpoints on environmental awareness within Education for Sustainable Development (ESD) using Q-method analysis. The aim of this study is to uncover teachers’ viewpoints on environmental awareness within ESD using Q method analysis. Accordingly, the study employed Q-method analysis as a mixed research methodology. Issues related to ESD are addressed in primary and secondary school curricula in Türkiye, primarily within the scope of science and social studies courses. The participants in the study consist of science, social studies, and primary school teachers working in the Gaziantep province of Türkiye. The data collection instrument, developed through criterion sampling, was a Q-method form created by the researchers based on insights from the relevant literature and field specialists. Quantitative and qualitative data were analyzed using PQ Method 2.35 statistical software. The findings indicate that participants’ viewpoints on environmental awareness within ESD were grouped into two factors and were predominantly positive (93%), showing consistency across gender and teaching field variables. While all 66 participants in Factor 1 demonstrated wholly positive attitude towards ESD, the 5 participants in Factor 2 exhibited partially positive attitudes. Participants expressed the most positive viewpoints regarding the protection of forests, energy resources, and recycling, whereas the least positive viewpoints were related to the ozone layer, climate change, and the economical use of resources. Based on these findings, it is recommended that teachers’ awareness of issues such as the ozone layer, global warming, and the economical use of resources be enhanced.

Recently, we identified a gap in the science curriculum for our non-STEM students: they had no experience with laboratory learning. We describe a multidisciplinary laboratory-based course for non-STEM majors that is taught at a Liberal Arts and Sciences campus during a three-week, three-hours per day, block semester. The course, AUIDS 137 (Interdisciplinary Studies 137) is designed to introduce students from non-STEM programs to laboratory work in biology, chemistry, and physics through safe, simple, and engaging experiments. The course is organized into disciplinary modules, so cohorts of students complete each module consisting of a set of four disciplinary experiments in any order. The laboratory experiments introduce key techniques and ideas from each science discipline. The assignments connect the learning to life outside the laboratory to emphasize the relevance of science to the students and foster integration of science skills such as graphing, mathematical representation, and hypothesis-testing. Pre- and post-course results from our Augustana Interdisciplinary Scientific Literacy Evaluation (AISLE) to measure changes in our students’ science skills and/or ways of thinking (attitudes) were collected over a five-year interval. Consistent gains in science skills were achieved by each cohort along with more modest gains in science attitudes. These data support the conclusion that the course learning intentions were met.

The purpose of this study is to examine science teachers' actions and recommendations for teaching entrepreneurship skills in inclusive classrooms with students with learning disabilities.. Observation, individual, and focus group interviews were used in this research, conducted as a case study. Individual and focus group interviews were conducted with 15 science teachers who teach science courses for students with learning disabilities. The inclusive practices of two science teachers within the scope of the relevant subject were observed for 12 lesson hours within the scope of reproduction, growth, and development in plants and animals. The lessons were audio-recorded. The qualitative data obtained were subjected to descriptive analysis. The findings determined that science teachers only addressed the indicator of developing a business idea among the entrepreneurship skill indicators in their lessons. Science teachers emphasized that activities such as visiting business environments, doing real applications, preparing business plans, providing marketing experience, and educational games could be effective in teaching entrepreneurship skills to students with learning disabilities within the scope of reproduction, growth, and development in plants and animals

ABSTRACT Political science educators must take innovative approaches to respond to twenty-first-century classroom challenges. Simulation-based pedagogy can foster deep student engagement while developing strong peer relationships, encouraging empathy, and improving professional skills. There are many ways, however, to conduct simulations in political science courses. We argue that open-ended, multi-week simulations in which students participate as relative equals may be especially beneficial for effective learning. Although this “sandbox”-style approach to simulation learning is portable to other settings, we have used it in legislative politics courses focused on the US Senate. Drawing from our experiences and student reviews, we argue that simulations in which students can immerse themselves in a role for an extended period, focus on issues they care about, and learn from their mistakes and successes along the way create a uniquely valuable learning experience. Our approach can present challenges for instructors, but we believe it is flexible enough to be deployed in a variety of institutional settings and that any trade-offs are more than worth it.

In this article, we argue that teaching students to recognize and consider the genre and rhetorical context of the information they read is a critical civic skill that will help them more effectively navigate the complex and confusing world of contemporary political communication. Going beyond the important skill of learning to identify “fake news,” we describe an approach to improve information literacy within an undergraduate political science course by teaching students about the related concepts of genre and rhetorical context (purpose, audience, and context), how to look for the subtle cues that indicate genre, and how to identify the genre and rhetorical context of the things they read and use as sources in their own work. Assessment and survey data shows that intentional instruction in genre and rhetorical context improves students’ ability to correctly identify the genre, purpose, and trustworthiness of information they encounter. We offer a novel contribution to the literature by bridging theoretical approaches in pedagogy, political science, and library science to demonstrate a practical way to help students develop stronger civic skills through information literacy and critical reading.

Active methodologies place the student at the core of the teaching–learning process, with the teacher becoming a companion and guide. Among these methodologies, gamification is demonstrating great capacity to attract students and promote interest, being of particular relevance in STEM subjects. While gamification and Project-Based Learning (PBL) have been extensively studied independently, their integration into Vocational Education and Training (VET) computer science courses remains underexplored, particularly regarding approaches where students develop games themselves rather than merely incorporating game elements or playing serious games. This work presents a novel gamified PBL approach specifically designed for VET Programming education, with three distinctive features: (i) students develop a complete game based on graph theory and Object-Oriented Programming, with each student working under personalised conditions and constraints; (ii) a custom-developed software tool that simultaneously serves as a pedagogical scaffold for students to validate their solutions iteratively and as an automated evaluation platform for teachers; and (iii) empirical validation through action-research with first-year VET students, employing mixed-methods analysis including qualitative observations and descriptive quantitative comparisons. The approach was implemented with first-year Web Application Design students in the Programming subject, where students developed a game integrating graph theory algorithms, Object-Oriented Programming, and Markup Language. Despite the small sample size (10 students), qualitative observations and descriptive analysis indicated promising results, and grade distributions were comparable to those in more accessible subjects. Teacher diary observations, follow-ups, and questionnaires documented sustained engagement, peer collaboration, and strategic problem-solving throughout the project phase. These preliminary findings suggest that gamification through game development, particularly when supported by automated tools enabling personalised conditions and iterative validation, represents a promising approach for teaching and learning Programming in VET contexts.

Background: High school students may be able to communicate complex health topics to peers and adults. Despite this potential, few studies have evaluated the role of high school students in community health, making them an underutilized group for disseminating health information. We pilot tested a curriculum embedded in a high school science course to improve knowledge of stroke risk, symptoms, and emergency response. This pilot is a preliminary step toward evaluating youth stroke education as a strategy to improve community health. Methods: In April 2025, Derby High School (Derby, CT) piloted an eight-session stroke curriculum within an 11th-12th grade Anatomy&Physiology course. In Derby, 40% identify as people of color and 50% of households are cost-burdened, spending over 30% of income on housing. Developed by teachers and academic neurologists, the curriculum covered stroke risk factors, symptoms, and emergency response through lectures, hands-on activities, and a mock stroke code with role-playing. Students completed a 15-point assessment adapted from the Stroke Action Test before, immediately after, and six weeks post-curriculum. Teacher interviews and student reflections described curriculum strengths and weaknesses. Results: 15 students participated. All 15 (100%) received parent permission to complete the assessments. Of these, 13 (87%) students completed the pre-assessment, 12 (80%) the immediate post-assessment, and 6 (40%) the 6-week follow-up. Average scores rose from 46% pre-intervention to 73% post and 67% at six weeks. Written feedback from students reported increased confidence responding to stroke symptoms and an understanding of the urgency of timely action. Feedback from teachers and administrators recommended additional resources to support hands-on activities. Despite challenges, teachers reported that they plan to expand the curriculum to a school-wide course and do not anticipate barriers to continuing to teach about stroke without external support. Conclusion: This pilot suggests that a teacher-led stroke curriculum can be embedded into a high school science class and support short-term knowledge gains. Limitations included small sample size and missing data due to difficulty reaching students at the 6-week follow-up, which coincided with graduation. Future work should evaluate this approach in larger, more diverse settings to assess its impact and feasibility for broader, sustained implementation.

BACKGROUND: The existence of general courses in the curriculum of medical sciences disciplines is essential to meet the individual and ethical needs, societal requirements, and the professional commitment of students. Currently, interactive lecture is the most common teaching method for general courses, which leads to apathy and non-participation of new generation. Utilizing educational technologies with student-centered approaches is emphasized for active learning. Therefore, we aimed to investigate the effectiveness of the blended learning environment including peer-teaching and multimedia compared to interactive lecture in the Life Rules; Applied Ethics course in medical sciences with an evaluation based on Kirkpatrick’s model. MATERIALS AND METHODS: A semi-experimental study with a pretest-posttest design was conducted. 420 students of Hamedan University of Medical Sciences were randomly assigned into two groups. The teaching method in the control group was interactive lecture and blended learning (peer teaching and multimedia) in the intervention group. Course satisfaction questionnaire with 17 items and the MCQ test with 15 questions measured levels 1 and 2 of Kirkpatrick’s model respectively. Data were analyzed using descriptive and analytical statistical tests with STATA 14 software. RESULTS: The knowledge score in the blended learning group was higher than the interactive lecture group, and this difference was statistically significant ( P < 0.001). Course satisfaction level was 70.83 in the blended learning group and 36.09 in the interactive lecture group. CONCLUSION: The findings of the study demonstrated blended learning environment improves knowledge and satisfaction in general courses by providing audio and visual content and opportunities for active learning. Determining the effectiveness of student-centered approaches and applying them, can lead to the promotion of active learning, which in turn leads to the improvement of the curriculum at the macro level, responding to the needs of individual and ethical development, societal needs, and promoting the professional commitment of new generation.

International Virtual Exchange and Field Trips: in an Introductory Environmental Science Course

In recent years, growing attention has been paid to the lifestyle factors that influence young adults' well-being. University students represent young adults at risk of Sedentary Behavior (SB) and mental distress. Sport Science students represent a health-conscious population, less prone to mental distress. This study aims to investigate the associations between physical activity (PA) levels, different determinants of quality of life (QoL), orthorexia nervosa (ON) symptoms, and internet use among Sport Science students living in Naples. An online survey comprising General Data (GD) and eight validated questionnaires was used to assess PA levels, mood, sleep quality, eating habits, and digital behavior in a population of university students enrolled in Sport Science courses at Parthenope University, Naples. The statistical analyses included descriptive statistics, Student's t-test, a Mann-Whitney U Test, frequencies, chi-square tests, and a Spearman's rank correlation. All the analyses were performed using JASP and Jamovi software. We surveyed 775 students (472 M; 303 F; 22.85 ± 3.85 y; BMI 23.74 ± 3.63 kg/m2). Regarding the MET-min/week, 65% of participants reported being highly active, 28% moderately active, and 7% inactive. Poor sleep quality was reported by 20% of those surveyed. Additionally, 84% of participants declared average internet use, which positively correlated with their emotional profile and sleep quality. High PA levels were directly associated with the presence of ON symptoms in 27% of the participants, most of whom exercised in gyms. To our knowledge, this is the first study conducted on a study population of Sport Science University students addressing the complex and interconnected relationships between PA levels, QoL, ON symptoms, and internet use.

Cancer is a leading cause of death and its incidence is rising among younger populations, yet formal cancer education is rarely included in U.S. high school curricula. Adolescence is a critical period for establishing lifelong health behaviors, and emerging evidence suggests that school-based cancer education can improve knowledge, shift attitudes, and promote risk-reducing behaviors. In this narrative review, we summarize studies of high school and middle school cancer education programs, including curricula focused on cancer biology, modifiable risk factors (e.g., tobacco, alcohol, diet, physical activity, ultraviolet exposure), HPV vaccination, and symptom awareness. Across diverse settings, brief classroom interventions, interactive modules, and service-learning projects consistently increased cancer literacy, recognition of warning signs, and intentions to adopt preventive behaviors, with some reports of early behavior change. We further highlight the potential of cancer education to address health inequities by improving health literacy, reducing stigma, and fostering trust in the medical system, particularly in communities with limited access to care or who are at significant risk of financial toxicity. Finally, we outline pragmatic strategies for integrating cancer content into existing science, health, and social science courses; leveraging electives and clubs; and partnering with healthcare professionals and community organizations. Integrating cancer education into high school represents a feasible, equity-promoting strategy to reduce future cancer risk.

Background: Communication with patients and families at the end of life is key to quality care, allowing for informed decisions and emotional support. This study explores the experience of nursing students in clinical simulations, analyzing their emotions, perceptions of the family role, the impact on their communication skills, and their reflection on the role of nursing in these contexts. Methods: This study was conducted at the Faculty of Health Sciences of UNIE University, Spain, with 44 first-year students enrolled in the Fundamentals of Psychology in Health Sciences course. Data were collected through focus groups and reflective narratives with open-ended questions between January and February 2025. Following data collection, transcripts were generated and subjected to a thematic analysis following the COREQ checklist. Results: Five thematic blocks and their categories were identified: (T1) Family as a pillar of care; (T2) Relationship with the family; (T3) Communication as a therapeutic tool; (T4) Emerging emotions; (T5) Learning through simulation. Conclusions: The family is a fundamental pillar at the end of life, providing emotional and practical support to the patient and the care team. Communication is key to building trust and facilitating acceptance of the process. Students experience diverse emotions that reflect the complexity of the accompaniment. Simulation at the end of life allows nursing students to develop communication skills, reflect on their professional role, and manage complex emotions.